CHAPTER I

THE PROBLEM AND ITS SETTING

Core values are principles which dictate behavior and can help people understand the

difference between right and wrong. This is essential for an individual to ‘create value’, to signal

the ethical values that are to characterize an organization; and to serve as support for individuals

within an organization to refer to or act in accordance with in every day dealings. In contrary, the

absence of core values in school may lead to behavior issues that interfere with teaching and

learning methods of one's self.

America’s Teachers on the Teaching Profession (2016), states that having the low level of

Knowledge, Attitude and Practice of core values had caused an increase in the level of behavior

problems across grade levels: 68 percent of elementary teachers, 64 percent of middle school

teachers, and 53 percent of high school teachers say the same.

Disrespectful acts upon students are highly visible, in which a University of the East student

earned the ire of netizens after he was seen in a viral video using the Philippine flag to mop the

floor. As it is stated, any act of disrespect to the flag is prohibited under Republic Act No. 8491 or

“Act Prescribing the Code of the National Flag, Anthem, Motto, Coat-of-Arms and Other Heraldic

Items and Devices of the Philippines.” As a result of this unlawful act, the student was then

expelled from the school (Philstar.com, 2016).

Even in the local area, disrespecting people with low standard appeal is highly observable.

Students tend to be deaf like when a school guard said not to go out, students will overpass the

power of the guard, and in other situation, students are even laughing when a teacher speaks wrong
pronunciations. Private and public institutions commit disrespect, due to the standard of the one

being disrespected (Researchers' observation).

The purpose of this study is to determine the correlation of the level of KAP of Core Values

among the LNHS' students, because there have been a lot of cases of disrespecting upon students,

which only indicates that they do not absorb the essence of core values being taught to them by

the school. Students should look unto the values as rules or guidelines, for they spend more time

to school, compared at home.

Statement of the Problem

The major points that form the logical structure of this study were encapsulated in the

following question.

1.) What is the demographic profile of participants in terms of?

Gender/sex

Domicile

2.) What is the level of Knowledge of students regarding the Integrity, teamwork, equality,

accountability, commitment, and humility (ITEACH) core values?

3.) What is the level of Attitude of students towards the Integrity, teamwork, equality,

accountability, commitment, and humility (ITEACH) core values?

4.) What is the level of Practice of students regarding the Integrity, teamwork, equality,

accountability, commitment, and humility (ITEACH) core values?

5.) What is the relationship between the demographic profile and KAP?

6.) What is the perception of LNHS students to KAP of LNHS ?

 Significance of the Study

This study is significant to the following body:

The students, to gain understanding regarding the relationship of knowledge, attitude, and

practice to core values. By doing so, they can apply the essential benefits of having core values

such as to give respect as well as gaining respect.

The school personnel, to guide their students in practicing the core values of the school, and

to help personnel do more methods on how to fully equip the core values of the school

The administration. To be aware in how students should act to the school's core values, and

implement better programs for the students.

The guidance counselor. To deal with the student’s attitude and give attentive counseling

for the student to acquire the importance of the core values.

The public, to be aware on the importance of core values in their daily lives, that always be

practiced and be shown to others.

The future researchers, this will serve as a guide for them as well as a basis of conduct in

order to further expound the importance of core values.

Scope and Delimitation

The study was conducted to determine the KAP Level of Core Values among Lagao National

High School students, its correlation to the demographic profile and their perception to the KAP
of their School. The participants of the study are only limited to the bona fide student of Lagao

National High School with 16 years of age and above. The data gathering will be done using

convergent method and triangulation will also be practiced. Data will be gathered during the

second week of October 2018. The study determines the correlation of the KAP Level of the Core

Values to student's demographic profile and the perception to their school’s KAP.

Definition of Terms

Knowledge. Operationally is awareness or familiarity gained by experience of a fact or situation

particularly in observing and maintaining the core values of the school: Integrity, teamwork,

equality, accountability, commitment, and humility (ITEACH).

Attitude. The desired behavior of a student, regarding the core values implemented by the school

which is the ITEACH.

Practice. The habit of acting and applying the core values of the school in any situation.

Core Values. The school's implemented values specifically the Integrity, teamwork, equality,

accountability, commitment, and humility (ITEACH), that needs to be practiced by students.

Theoretical Framework

Behavior

The study is anchoring the behavior and experience theory of Alfred Adler (1902: Boere

2006), in which he postulates a single "drive" or motivating force behind all our behavior and

experience. By the time his theory had gelled into its most mature form, he called that motivating

force the striving for perfection. It is the desire we all have to fulfill our potentials, to come closer
and closer to our ideal. It is, as many of you will already see, very similar to the more popular idea

of self-actualization.

"Perfection" and "ideal" are troublesome words, though. On the one hand, they are very

positive goals. Shouldn't we all be striving for the ideal? And yet, in psychology, they are often

given a rather negative connotation. Perfection and ideals are, practically by definition, things you

can't reach. Many people, in fact, live very sad and painful lives trying to be perfect! As you will

see, other theorists, like Karen Horney and Carl Rogers, emphasize this problem. Adler talks about

it, too. But he sees this negative kind of idealism as a perversion of the more positive

understanding. We will return to this in a little while.

Striving for perfection was not the first phrase Adler used to refer to his single motivating

force. His earliest phrase was the aggression drive, referring to the reaction we have when other

drives, such as our need to eat, be sexually satisfied, get things done, or be loved, are frustrated. It

might be better called the assertiveness drive, since we tend to think of aggression as physical and

negative. But it was Adler's idea of the aggression drive that first caused friction between him and

Freud. Freud was afraid that it would detract from the crucial position of the sex drive in

psychoanalytic theory. Despite Freud's dislike for the idea, he himself introduced something very

similar much later in his life: the death instinct.

Life style

A lot of this playing with words reflects Adler's groping towards a really different kind of

personality theory than that represented by Freud's. Freud's theory was what we nowadays would

call a reductionist one: He tried most of his life to get the concepts down to the physiological level.

Although he admitted failure in the end, life is nevertheless explained in terms of basic
physiological needs. In addition, Freud tended to "carve up" the person into smaller theoretical

concepts the id ego, and superego, as well.

Adler was influenced by the writings of Jan Smuts, the South African philosopher and

statesman. Smuts felt that, in order to understand people, we have to understand them more as

unified wholes than as a collection of bits and pieces, and we have to understand them in the

context of their environment, both physical and social. This approach is called holism, and Adler

took it very much to heart.

First, to reflect the idea that we should see people as wholes rather than parts, he decided to

label his approach to psychology individual psychology. The word individual means literally "un-

divided."

Second, instead of talking about a person's personality, with the traditional sense of internal

traits, structures, dynamics, conflicts, and so on, he preferred to talk about style of life (nowadays,

"lifestyle"). Life style refers to how you live your life, how you handle problems and interpersonal

relations. Here's what he himself had to say about it: "The style of life of a tree is the individuality

of a tree expressing itself and molding itself in an environment. We recognize a style when we see

it against a background of an environment different from what we expect, for then we realize that

every tree has a life pattern and is not merely a mechanical reaction to the environment (George

Boers, 2006).

Figure 1.0 Conceptual Paradigm

Practice Variable Outcome Variable

Demographic Knowledge,
Profile Attitude and
Practice.
 Core Values

Social Scientist have made many attempts to describe what are core values and how it

affects people's lives. (Vuuren, 2008). Core values are related more to what an individual want to

be and it can be used for a decisive rule of conduct or line of action. Core values are qualities that

should be considered for a long time, it represents an individual's or an organization's highest

priorities, deeply held beliefs, and core, fundamental driving forces or stand as motivation factor.

General Santos Doctor’s Medical School Foundation Inc. establish core values as it aims to

become one of the leading schools in SOCSKSARGEN Growth Area. Core Value is a central

belief clearly understood and shared by every member of the school community. We believe in

Integrity, Teamwork, Equality, Accountability, Commitment, and Humility (ITEACH).

Each of the ten basic values can be characterized by describing is central motivational goal:

Integrity, is a term used to describe a person's level of honesty, moral commitments, and

willingness to do what's right to friends, colleagues, teachers and the school. Teamwork means,

being able to work collaboratively with others in a group. For students to achieve a comprehensive,

well-rounded education, integrated teamwork on several fronts is vital. Equality, is the idea of

promoting and accepting the differences between people. Specifically, it’s about ensuring

individuals are treated fairly and equally, no matter their race, gender, age, disability, religion or

sexual orientation. Accountability, the value of accountability is the willingness of students to

take responsibility for one’s own actions. The student then decides whether he/she performs the

acceptable/ unacceptable task. Understanding this crucial concept will help students take

responsibility for their actions. Commitment, students willing to support and care for those who

need help, keeping the school rules, and shows loyalty to friends, colleagues, teachers, and the

school. Humility we mean, Humility is about being modest, respectful and putting others before

yourself. It is not calling attention to yourself or being rude. It is about gratitude. In what they

really do, thus this say that two variables have different concept.

Knowledge-Attitude-Practice Survey

Knowledge Attitude Practice surveys were first developed in the 1950s. The Knowledge

Attitude Practice studies are more cost-effective and conserve resources more than other social

research methods, because they are tightly focused and limited in scope (Eckman & Walker, 2008).

KAP surveys are now a widely used methodology for studying human behavior.

KAP survey means Knowledge, Attitude and Practices. To properly carry out this type of

survey it is important to establish a basic premise and provide definitions for each word.

Knowledge is the capacity to acquire, retain and use information; a mixture of comprehension,

experience, discernment and skill. Human faculty resulting from interpreted information;

understanding that germinates from combination of data, information, experience, and individual

interpretation. Variously defined as, “things that are held to be true in a given context and that

drive us to action if there were no impediments (Andre Boudreau). Next is Attitude, refers to

inclinations to react in a certain way to certain situation; to see and interpret events according to

certain predispositions; or to organize opinions into coherent and interrelated structure. There are

four major components of Attitude are; (1) Affective: emotions or feelings, (2) Cognitive: belief

or opinions held consciously, (3) Conative: inclination for action, (4) Evaluative: positive or
negative response to stimuli. And the last is Practice, is “practical acting” or “a certain kind of

acting: an active intentional consciousness of thoughtful human interaction”. By Practice we mean

the application of rules and knowledge that leads to action. Good practice is an art that is linked to

the progress of knowledge and technology and is executed in an ethical manner.

Related Studies on Core Values

Stephen Lynch found several complicated academic definitions of "Core Values" but he

defined it simply as the behaviors you expect from your people. Core Values are clear statements

of how you expect people in your company to act (Lynch, 2014). this shows an interrelation

between the core values and social learning theory by Bandura, Social Learning Theory postulated

that learning is a cognitive process that takes place in a social context and can occur purely through

observation or direct instruction, even in the absence of motor reproduction or direct

reinforcement. (Bandura,1925:Heydari, 2014). Trinity University of Asia conducted a study that

presents the theory wherein 522 third year and fourth year students of all the colleges showed that

the students are aware of the five core values. They also indicated that they practice these core

values in their day to day activities. The student’s awareness and adherence to the Core Values is

due to the vital role of teachers by inculcating the core values to them. (Genorga,

Ramos,Tamondong, Vizcarra, 2009)

Also as Social cognitive theory (SCT) (Bandura 1986, 1997, 2001 as cited in Glanz at el.,

2008) postulated a complex global theory of behavioral change. Determinants of health behavior

are described by the key elements of reciprocal determination, observational learning, outcome

expectancy, and self-efficacy (Baranowski, Perry, & Parcel, 2002) The theory postulates that

change results from the interactions between individuals and their environments as a reciprocal

process (Baranowski et al., 2002). Observational learning is the capacity to learn from observing
the behavior of others (Baranowski et al., 2009). Thus attitude may change through social

interaction, observational learning and self -efficacy.

In recent years have seen a growing body of research that links values to behaviors in a

variety of life domains. To date, relatively little is known about the mechanisms through which

values predict behavior. (Sagiv, 2017). A study applied the theory of planned behavior to explore

the factors that influence an individual engage in pro-environmental behavior. (Perez, 2017) The

planned behavior theory links one's beliefs and behavior. It has been applied to studies of the

relations among beliefs, attitudes, intentions. The theory states that attitude toward behavior,

subjective norms, and perceived behavioral control, together shape an individual's behavioral

intentions and behaviors. (Ajzen,1991; Perez, 2017)

A study identifies and compares the core values of 16 contemporary excellence models,

the study found the integration of excellence models will lead to a success and prosperity for all

stakeholders. By and large, the focus of core values in EMs is similar. Human values emphasize

the purity of the means and their adoption enhances stakeholders' loyalty. Core values will become

more effective if they emanate from human values. The comparative study provides a new

perspective for the integration of core values of EMs with human values. It is useful for enhancing

sustainable growth and prosperity.

Adams & Pierce (2008) in their study on 'Attitudes of pre-service and experienced teachers

toward diverse learners' observed that" [the] knowledge teachers have gained from their own

experiences as students shapes their attitudes towards teaching and learning. Attitudes influence

behavior, although the extent of the influence depends on how both attitude and behavior are

defined and measured" (Adams & Pierce, 2008)

 Related Studies on Knowledge Attitude Practice Survey

Numerous studies had been conducted to find out the relationship between knowledge,

attitudes and values (Demant & Yates, 2003; Handal, 2003; Adams & Chigeda, 2008) Among

others these have conducted studies and written papers on how these three knowledge, attitude and

practice are related. Demant and Yates (2003), in their study on primary teachers' attitudes towards

direct instruction (a term describing a pattern or style of teaching) found a stronger correlation

between teacher’s knowledge of the components of direct instruction and their attitudes to towards

the method. The attitudes were measured using a seven point Likert scale and Knowledge in the

study was measured using a 20 item checklist. The study found a significant relationship between

knowledge and attitudes however, it did not indicate whether the positive attitude translated into

practice or not. If knowledge and attitude does not inform practice, then they will be less imprint.

It is therefore necessary to explore how knowledge and attitude influence practice.

Adams & Pierce (2008) in their study on 'Attitudes of pre-service and experienced teachers

toward diverse learners' observed that" [the] knowledge teachers have gained from their own

experiences as students shapes their attitudes towards teaching and learning. Attitudes influence

behavior, although the extent of the influence depends on how both attitude and behavior are

defined and measured”. In the study they found that teachers had positive attitudes towards diverse

learners. However, they argued that it does not always follow that a positive attitude would imply

good practice in class: ''lt would be naive to assume teacher attitude is the only factor that

determines what is done in the classroom.

It is important to note that attitude partly explains behavior because it is but one of the many

factors influencing practice. In their study, Williams (2011) The study indicates that there is a

relationship between knowledge attitudes, and practice. However, this relationship is limited due
to other mediating factors which make it impossible to assume a one to one relationship.

Methodologically the discussion gives a picture of the basic factors that will limit the conduction

of Knowledge Attitudes and Practice surveys. (William, 2011)

Knowledge-Attitude-Practice model was based on the cognitive-affective-behavior theory

wherein it asserts that behavior is not the result of some global personality trait; instead, it arises

from individual's perceptions of themselves in a particular situation. Thus knowledge about the

certain issue can influence the trait of a person. The knowledge attitude and practice can affect the

behavior of a person and how a person interacts with the environment. (Shoda: 1995; Bano: 2013)

The Knowledge, Attitude and Practice Level of Core Values

A review of KAP studies involving the Knowledge Attitude Practice level of student's

core values. The studies aim to assess scores for knowledge, attitude, and practice as well as the

behavior possessed by a participants and to determine correlation between socio-demographic

factors and knowledge, attitude and practice.

The literature of behavioral sciences is replete with both theoretical assumptions and

interpretations of empirical data that have provided an ample proof that sex-roles observed

differences in the behaviors, attitudes and traits of males and females. (Daedalus, 1987: Torres,

2012).

A study by Glanz (2010) compares the values, attitudes, and behaviors of a rural sample

and an urban sample, measured by means of three scale, the results indicate high levels of

environmental concern and low levels of pro-environmental behavior in both samples. On

comparing the two samples it was found that those living in cities assume a larger number of

environmental responsibility values but show less pro-environmental orientation when the attitude
and behavioral intention scales are used. People living in the rural context present more attitudes

of environmental responsibility and greater consistency on expressing behavioral intentions

compatible with the protection of the environment.

General studies using Knowledge Attitude Practice survey methodology assume that

knowledge and attitude are related and that knowledge and attitude affect preventive practice are

cross sectional and descriptive; hence they do not enable researchers to generate any causal

inferences.

A research was conducted using the knowledge-attitude-practice model based on the

cognitive-affective-behavior theory in the area social psychology suggests that an increase in

knowledge affects attitude and consequently changes the lifestyle of a person. The study shows

the differences of the participant's lifestyle with a correlation to their knowledge and attitude. A

person with a great level of knowledge possess a greater kind of lifestyle than the other one,

whereas they practice a proper diet. (Schwartz:1976; Bano: 2013)

The planned behavior theory links one's beliefs and behavior. It has been applied to studies

of the relations among beliefs, attitudes, intentions. The theory postulated that attitude toward

behavior, subjective norms, and perceived behavioral control, together shape an individual's

behavioral intentions and behaviors. This shows an interrelation between the core values and the

attitude. Acquiring knowledge about core values will be a path that will enable an individual to

practice and apply core values.

Some studies argued against the other findings that there is a limited relationship between

attitude and practice due to methodological issues and mediating factors that will affect the result.

It is therefore necessary to explore how knowledge and attitude influence practice. (Chigeda, 2009)
 Synthesis

In understanding the core values according to related literatures are fundamental driving force

that an individual should practice. The knowledge level of an individual can affect its attitude on

applying the core values. The Knowledge Attitude Practice Level is an affecting factor of

committing the core values established by a particular organization for its members. The cognitive-

affective-behavior theory shows the great proof that knowledge will become a factor for an

individual to practice the core values.

This study aims to extent the ideas and information to the students, help them more go

understand and outspread their knowledge, develop a better attitude towards the school's core

values and to help the future researchers who plan to measure the knowledge, attitude and practice

of the students towards this institution's core values. This study may help future researchers to

determine more of the individual's level of knowledge, attitude and practice and how an individual

gives significance to the institution's core values correlating to their demographic profile.

Chapter III

Methodology

This chapter defines the research methods used to conduct the study. The researchers

explained the necessary data and information to address the research objectives. Reasons and

justification for the research design, research instruments, data sources, data collection techniques,

data presentation techniques, and analytical techniques used would be presented.

 Research Design

The researcher utilized a quantitative correlation research design. A quantitative study was

to determine the relationship between one thing [an independent variable] and another [a dependent or

outcome variable] within a population (Babbie, 2010). It focuses on gathering numerical data and

generalizing it across groups of people or to explain a particular phenomenon. The research design

applied was descriptive method subjects usually measured once, which focuses on how the students

deal with their capabilities in following the core values of the school. The goal was to analyze the

meaning behind such perspectives and factors. This study primarily utilized survey structured

questionnaires. Main sources of information come from closed-ended survey questionnaire, related

researches, and literature.

The study’s main objective was to present the level of KAP (Knowledge, Attitude, and

Practice) of the core values among the students of GSDMSFI. The research laid the groundwork for

observing and discovering the student’s values particularly in their school.

The Correlation of the Level of Knowledge,

Attitude, and Practice of Core Values
among GSDMSFI Student’s

Research Locale:
LNHS
General Santos City

The Level of Knowledge,

Attitude, and Practice of
Core Values Respondents:
LNHS Students
 Methodology:
Convergent Method,
Triangulation

The perception of LNHS Statistical Tools:

students to the Schools’ Pearson R.
KAP.
Mean, and Frequency
Distribution

Implication of the Study:

This will help the students, guidance
counselor, admin, school personnel, public,
and future researchers.

Figure 2.0 Research Design

Research Locale

The study will be conducted in LNHS, which is located at Aparente Street, San Isidro,

General Santos City, Region XII – SOCCSKSARGEN, Philippines. Lagao National High School

(LNHS) is a public secondary school in General Santos City, South Cotabato. It provides high

school education to both junior and senior high students. Currently, its senior high school
department offers strands under the Academic and Technical-Vocational-Livelihood (TVL) tracks.

This academic institution is duly recognized by the country's Department of Education (DepEd).

General Santos City was a highly urbanized city in the region which posted a population

of 594 thousand based on the 2015 census of population of Philippine Statistics Authority. It was

situated in the southern part of the country in the province of South Cotabato. The location of the

school is presented through a map shown in the appendix of the research paper. This would help

the future researchers find the exact location of the school.

Population and Samping Design

The researchers adapt a quota sampling technique in conducting the research study. Quota

Sampling is the nonprobability equivalent of stratified sampling. Like stratified sampling, the
researcher first identifies the stratums and their proportions as they are represented in the

population. Then convenience or judgment sampling is used to select the required number of

subjects from each stratum. This differs from stratified sampling, where the stratums are filled by

random sampling. Quota sampling can also be used at times when detailed accuracy was not

important. The participants were from Lagao National High School.

Research Instrument

The researcher will design a close-ended survey questionnaire and a semi structured

questionnaire that will be validated by experts. The questionnaire is entitled “ The Level of

Knowledge, Attitude, and Practice Towards the School’s Core Values”. It contains questions that

answers the research questions and it measures the Knowledge, Attitude, and Practice of the

students towards their core values. The researcher will also conduct a face-to-face interview

with the first 30 respondents. The answers were recorded in a mobile device, transcripted,

and were utilized for the qualitative data of the study. Its purpose was to determined the

correlation between the Level of Knowledge, Attitude, and Practice of the students towards their

core values with their demographic profile. The participants will fill in questions regarding their

sex and domicile. The participants will then choose the correct answers regarding to the specific

questions. The questionnaire will be categorized into three. The first one answers to the knowledge

of the students towards their core values, the second answers to their attitude, and the third one

answers to their practices.

Bioethical Consideration
 The research will be conducted by using a consent form to get the permission of the

participants to join the study then the introduction to the purpose of the study was followed before

handing the research questionnaire. The assurance of their rights to back out before or during the

research was granted without any penalty was be stated there. The researchers respect the rights of

the informants to self-determination. The researchers assured not to harm the participants in any

way during the research and was sure to treat all the informants fairly. The researchers have

selected participants randomly to maximize the truthfulness of the data. The preservation of the

anonymity and confidentiality of the participant’s identity was also assured.

Data Collection Procedure

First, the researchers got the population sample using Slovin’s formula. Then, a structured

questionnaire measuring the level of knowledge, attitude and practice was developed by the

researchers. After which, a face validation, and content validity ratio (CVR) will be done by a

psychometrician and two master’s degree holders’ experts. The researcher will do a pilot test with

the validated questionnaires using 30 participants. The data gathered from the test and the

questions was brought to a statistician for checking. After all the errors have been omitted, the

researcher will finally gather their data for the said study.